1.

Vocabulary should be given priority when teaching English to indonesia

People use language to communicate and express meaning, and this meaning is essentially
conveyed by vocabulary. Thus knowledge of vocabulary is fundamental to all language use,
and so must be learned in some manner in order for learners to become communicative in a
new language. It is crucial to have good estimates of the vocabulary sizes necessary to be
functional in specific contexts and uses of a language, because these estimates form learning
targets for language students. An estimate that is too low could lead to a lowering of
pedagogical goals such that learners would not acquire a vocabulary large enough to make
competent language use possible(Schmitt et al., 2017). Vocabulary knowledge is not
something that can be fully mastered; it is something that expands and deepens over the
course of a lifetime. In learning English language, lexis or vocabulary is recognized as a vital
factor for ESL or EFL literary development (Badawi, 2009)(Mokhtar et al., 2010) That is, L2
learners’ lexical knowledge may determine the quality of their listening, speaking, reading,
and writing performances. Vocabulary researchers normally differentiate between passive
(receptive) and active (productive) vocabulary knowledge (Nation, 2001). Academic success
is closely related to the ability to read and this relationship seems logical because to get
meaning from what they read, these students need to have a big number of words in their
memory. Students who do not have large vocabularies often struggle to achieve
comprehension. This bad reading experience will create a feeling of frustration which might
continue throughout their studies (Snow et al., 2000; Hart & Risley, 2003)

XMokhtar, A. A. et al. (2010) ‘Vocabulary Knowledge of Adult ESL Learners’, English Language
Teaching. doi: 10.5539/elt.v3n1p71.
Schmitt, N. et al. (2017) ‘How much vocabulary is needed to use English? Replication of van Zeeland
& Schmitt (2012), Nation (2006) and Cobb (2007)’, Language Teaching. doi:
10.1017/S0261444815000075.

2. Grammar should be given priority when teaching English to Indonesian learners

3. Blended learning should be implemented to improve adult learners intrest in learning

English
Blended learning is an innovative concept that embraces the advantages of both traditional
teaching in the classroom and ICT supported learning including both offline learning and
online learning. It has scope for collaborative learning; constructive learning and computer
assisted learning (CAI). Blended learning needs rigorous efforts, right attitude, handsome
budget and highly motivated teachers and students for its successful implementation. As it
incorporates diverse modes so it is complex and organizing it is a difficult task. The present
paper discusses the concept of blended learning, its main features and prerequisite of its
implementation. Scope of blended learning in Indian educational system is also discussed
.The present paper also tries to explain that how blended learning is an approach that needs
to be adopted.The use of blended learning resources may produce changes in learning
patterns and practices. They are widely applied in large-scale classes, such as the first year of
undergraduate study courses, which represents an important year in determining the
student’s commitment to university learning (López-Pérez, Pérez-López and Rodríguez-Ariza,
2011). Blended learning is a recent development in education, combining face-to-face
 classes with e-learning modules (Voos, 2003), which makes it possible to enjoy the
advantages of both teaching methods (Graham, 2004; Harding, Kaczynski, & Wood, 2005).
Other advantages obtained include its greater flexibility (Graham, 2004; Macedo-Rouet, Ney,
Charles, & Lallich-Boidin, 2009) and reduced costs (Harding et al., 2005) in comparison with
traditional classes (Woltering, Herrler, Spitzer, & Spreckelsen, 2009), especially when a large
number of students are to be taught. This type of learning presents a series of advantages
over the exclusive use of technology-based learning. Previous studies have reported that the
quality and results of learning are affected when students utilize only such methods, possibly
due to: a) the lack of interaction with the teacher and other students (Laurillard, 1993); b)
procrastination in asynchronous learning (Lim, 2002); c) the reduced motivation to read
learning materials online (Lim & Kim, 2003).
Badawi, M. F. (2009) ‘Using Blended Learning for Enhancing EFL Prospective Teachers’ Pedagogical
Knowledge and Performance.’, Online Submission.
López-Pérez, M. V., Pérez-López, M. C. and Rodríguez-Ariza, L. (2011) ‘Blended learning in higher
education: Students’ perceptions and their relation to outcomes’, Computers and Education. doi:
10.1016/j.compedu.2010.10.023.

4. Bahasa Indonesia should never be used during the teaching and learning English for
Indonesia learners

5. English necessary to be taught at primary schools in indonesia

The language policy in Indonesia in regard to the teaching and learning of English in primary
schools has undergone changes in recent years and now English is being adopted in the
curriculum of most primary schools. Many primary schools have established English teaching
for their students not because they think that the students need it and are interested in
learning. English (Jamilah, 2008) but because of parental pressure and a desire to increase
the school’s prestige (Suherdi & Kurniawan, 2005). English in Indonesian primary schools is
currently an optional subject that is offered as one of the local content subjects provided in
the primary school program. As English is a local content subject, there is no centrally
developed curriculum, responsibility for developing primary school is often left to individual
teachers in schools. The introduction of English into the primary curriculum has taken place
in a context where few teachers are qualified to teach English to young learners (Kasihani,
2007). The problem with the lack of resources for teaching English is often related to the
school budget. Many schools in rural areas cannot afford to buy pictures, cards, or video
because their budget is not sufficient. The budget shortage means that the schools do not
have the ability to provide appropriate learning resources for their students. In developing
an English language program, it is important for teachers to know what sort of program they
are delivering. When teachers do not have an adequate understanding about the rationale
for a particular program, its objectives, and its targets, they may not be able to achieve the
goals required (Smith & Lovat, 2003). As primary school. English is positioned as a local
content subject It does not have a national curriculum but rather curricula are supposed to
be developed in response to local conditions, as mandated in BSNP (2006).(Hawanti, 2014)
XHawanti, S. (2014) ‘Implementing Indonesia;s English language teaching policy in primary schools:
The role of teachers; knowledge and beliefs’, International Journal of Pedagogies and Learning. doi:
10.1080/18334105.2014.11082029.
 6. English necessary to be used as a medium of instruction at universities in Indonesia
English-medium instruction has become a common approach to increase the
internationalisation opportunities of European universities and the global employability of
their graduates. English as the Medium of Instruction (EMI) is gaining ground as an
internationalizing policy at universities in countries where English is normally used as a
second language. However, EMI as developed pedagogy in support of such a policy is yet to
establish itself at many such institutions.(Corrigan, 2015)
Although English-medium instruction (EMI) is also expected to develop such aspects, many
universities have increased the number of EMI courses they offer for more practical reasons
such as to internationalize their programs, to attract more international or exchange
students, or to raise their rankings (Botha 2013; Coleman 2006; Doiz, Lasagabaster, and
Sierra 2011;Graddol 2006; Hu and Lei 2014; Saarinen and Nikula 2013; Shohamy 2013;
Wilkinson 2013). As a result, students’ difficulties with EMI courses (Airey and Linder 2006;
Hellekjær 2010; Hu and Lei 2014) are likely to be neglected. . Furthermore, EMI courses even
had negative effects on the development of students’ contents knowledge(Chang, Kim and
Lee, 2017) Although there already are various English language courses provided at EFL
universities, it was indicated that the requirements of EMI courses fundamentally differ from
the goals that general English courses usually pursue (Evans and Morrison 2011; Kırkgöz
2009). It has thus been suggested that universities should provide separate courses for
English for academic purposes to increase students’ language preparation for EMI courses
(Yeh 2014). However, there still leaves the possibility that regular English courses are unable
to provide immediate help in addressing the difficulties of EMI instructors who have to teach
students with different English proficiency levels (Doiz, Lasagabaster, and Sierra 2011; Hu
and Lei 2014; Tatzl 2011).
XChang, J. Y., Kim, W. and Lee, H. (2017) ‘A language support program for English-medium
instruction courses: Its development and evaluation in an EFL setting’, International Journal of
Bilingual Education and Bilingualism. doi: 10.1080/13670050.2015.1080658.
Corrigan, P. C. (2015) ‘English For the Medium of Instruction (EFMI) at a University in Hong Kong’,
IAFOR Journal of Education. doi: 10.22492/ije.3.2.10.
7.

EFL teachers should teach learning strategies explicitly to learners at the beginning of semester one
Anyone who has ever tried to learn/acquire a second/foreign language knows that it is a very hard,
demanding, and even for some people, a tiring task. In fact, “learning/acquisition of a
second/foreign language is comprised of different factors many of which can affect the way a person
learns/acquires it. Some of these factors are cognitive, others are affective, still others are social,
some others are biological and the rest are personal” (Brown, 2007, pp. 2-3). However, other studies
have come to the conclusion that using folktales in teaching L2 culture was not so much successful
and useful as expected, though it was better than the methods mentioned by Chastain (1988) and
Jones (2011). In this regard, Baynham (1986) talks about one of the difficulties in working on folk
stories with a group of students. According to him, when the topic is raised out of context in the ESL
classroom, the response may well be „oh, I don‟t know any‟ or other similar responses. Another
problem was that the stories were used mostly for the purpose of teaching „Spelling‟ „Grammar‟,
„Vocabulary‟, and „Punctuation‟. Culture was the last issue to be considered. Nevertheless, it must
be mentioned that except the papers mentioned above (about folktales), the number of studies
done on using folktales to teach L2 culture is very few and as mentioned above, almost all of them
have focused on using folktales to teach other aspects of language in the classroom rather than
using it primarily to teach L2 culture. For this very reason, the present authors have tried to do this
study. Thus, the following research question came into their minds: What is the effect of using L2
literature on teaching L2 culture explicitly to EFL learners? Based on the above research question, a
null hypothesis can be given as “Using L2 literature has no effect on teaching L2 culture explicitly to
EFL learners”. (Rezaee and Farahian, 2011)
XRezaee, M. and Farahian, M. (2011) ‘Teaching culture explicitly through literature to EFL learners’,
Theory and Practice in Language Studies. doi: 10.4304/tpls.1.12.1756-1761.

8. EFL teachers must have detailed information about the learners motivation before they
start their courses
Language is a truly human characteristic. Because communications in the second language
are seldom true personal communications, it is just possible that this permits students to
form a kind of armor for themselves (Gardner 1985). For many students, learning more than
one language is simply a matter of routine (cf. Tucker 1981).(Kirova, Petkovska and Koceva,
2012) According to Gardner and Lambert (1959, 1972), motivation is a key feature in L2
leaning. Motivation is not only a central factor in human life but also a key factor in L2
learning (Coleman, James, Galaczi, & Astruc, 2007). As Lier states (1996, p. 98), motivation
plays such an important role in L2 learning that without its existence even the most gifted
learners cannot achieve their goals. Moreover, Deci and Ryan (1985) discuss that a
supportive learning situation is associated with motivation. Therefore, it indicates the fact
that motivation is a variable which radically influences L2 learning and that motivation is
stmulated by support from others. As encouragement and support by parents and teachers
rise, L2 learners would like to benefit English learning and are more willing to learn
English(Vatankhah and Tanbakooei, 2014) Moreover, it is believed that extrinsic motivation
can play a crucial role in learning. For instance, Deci and Ryan (1985) claim that learners who
initially have no motivation to act can be motivated. In the field of education, Deci
and Ryan (2002) divide extrinsic motivation into four levels: (1) External regulation refers to
a behavior decided through external means available to individuals. For example, children
perform in order to gain something or avoid consequences controlled by others (Deci &
Ryan, 1985), (2) Inrojected regulation is a stage of internalization and involves in an internal
motivation. However, it is a demanded motivational orientation. For instance, children try to
do their homework; otherwise they feel guilty (Ryan, Connel, & Deci, 1985), (3) Identified
regulation is another stage of internalization through which individuals get autonomy. In
fact, they feel that performing an action is worthwhile and causes them to gain
accomplishments (Deci & Ryan, 1985), (4) Integrated regulation is considered as the most
autonomous level of extrinsic motivation.
XKirova, S., Petkovska, B. and Koceva, D. (2012) ‘Investigation of Motivation and Anxiety in
Macedonia While Learning English as a Second/Foreign Language’, Procedia - Social and Behavioral
Sciences. doi: 10.1016/j.sbspro.2012.06.088.
Vatankhah, M. and Tanbakooei, N. (2014) ‘The Role of Social Support on Intrinsic and Extrinsic
Motivation among Iranian EFL Learners’, Procedia - Social and Behavioral Sciences. doi:
10.1016/j.sbspro.2014.03.622.